Abstract
This article aims at presenting the perceptions of teachers of
Professional Education about how mathematics education has
been developed in vocational courses with reference to interdisciplinary practices. The problem was approached through analysis of prescribed curricula and of narratives of teachers of Secondary Technical Professional Education. We observed in the teachers’ narratives the premisse that an interdisciplinary approach is esssential for the preparation of professional technicians. However, we conclude that the teachers have a functionalist view of interdisciplinarity, that they recognize the limitations for the necessary connections between the various components of the curriculum and the difficulty of comtemplating interdisciplinary as a collective stance, one that is inherent to the teaching practice and constituted with bases in Communicative Rationality.
| Original language | English |
|---|---|
| Pages (from-to) | 24-41 |
| Journal | Ciência & Ensino |
| Volume | 4 |
| Issue number | 1 |
| State | Published - 2015 |